The+Scramble+for+Technology

=The Scramble for Technology= by Joel Rodriguez

Purpose
The purpose of this activity is to introduce the concepts of imperialism to high school age students prior to beginning the unit of study. This can work for a 10th grade World History class or an 11th grade U.S. History class.

Time Required
This activity should take 30 - 50 minutes, depending on the size of the group.

Number of Participants
This is ideal for a class of 20-37 students. The absolute minimum would be 10 students and no more than 40.

Supplies Needed
Plastic Ziploc bags - 1 per participant. Post-it papers Class Roster Discussion questions. Large box or plastic bin. A list of motives for imperialism (national power, social Darwinism, superior weapons, need for resources, missionary impulse)

Preparation
Prior to the activity, the facilitator should print up a class grade roster and highlight the names of the 6 students with the highest grades in the class. The roster will also be used as an inventory sheet of student possessions.

Introduction
After the last exam, it is clear that many students are not studying for the exam and there needs to be more focus in class. In order to keep everyone focused, I have been given permission to hold all cell phones and electronic devices, including iPods and digital cameras. Please place all of your electronics in the Ziploc bag you have been given and write your name on the bag. I will come around and collect them in my "Technology Bin".

Process
1. Have students place their electronics in a plastic bag and label it with their name. 2. On post-it notes, have students write down the three things that they value most (one per post-it), and stick them on their desk. 3. Collect all cell phones and electronics from students and carefully place them in a bin in the front of the room. 4. Read off the names of the 6 students with the highest grade in the class. 5. Explain that these students have been working harder and they are more intelligent, and therefor do not need to do any work this week. Instead, they get to sit in the back of the class and play with everyone else's electronic devices. (Explain this to the 6 students prior to the activity and inform them of the responsibility they will have in making sure they do not abuse other people's property). In addition, they will also have the right to go to every desk and take any valuable item written on the post its. 6. Explain to the rest of the class that they will be taking notes on the next chapter for themselves and for the six students in the back. 7. Allow the students to build up a little frustration by projecting notes for them to copy, changing slides at a fast pace. 8. If students complain, explain that they do not deserve the privilege the other 6 have because they have not been responsible. 9. After about 10 minutes, collect the electronics from the six students and return them to the proper owners. 10. Reconvene the class and debrief. Project the list of motives for imperialism on the board.

Debrief
Ask the following questions in an organized discussion. 1. How did it feel to have your possessions stripped from you? 2. What reasons were given in support of the confiscation policy? How did that make you feel? 3. How might the students with the newly acquired technology benefit over those who lost their devices? 4. Who was made to work double? How did it feel knowing someone else was going to benefit from this more than you? 5. Did anyone have the right to take what was yours? 6. Is the fact that some students have higher grades mean that they are superior to you? What might lead to a lower grade? 7. Where in history have governments acted this way?

Credits
This activity was inspired by an activity on Japanese Internment from the company [|Interact] that I used a few years ago. Students noted their valuables that they must sell in 2 minutes to students who were not heading to internment camps. It represented the situations facing Japanese American families during World War II.